{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:992"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:992","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"The impact of fostering trusting and meaningful relationships with ESL students in a two-year higher education institution","abstract":"Ndiaye, Bocar In two-year higher education institutions, building trusting and meaningful relationships with English as a Second Language (ESL) students is essential for their academic success and sense of belonging. This study aimed to investigate how these relationships influence ESL students' educational experiences, particularly through faculty interactions and cultural responsiveness. Employing a phenomenological approach, the research explored the lived experiences of ten intermediate-level adult ESL students via a survey and in-depth interviews. Participants shared their insights on the importance of trust, emotional support, and meaningful connections in their learning journey. The findings highlighted four main themes: (1) Faculty patience and emotional support as foundations of trust and confidence, (2) Cultural responsiveness and its role in fostering a sense of belonging, (3) Clear communication and the development of meaningful relationships, and (4) Enhanced academic confidence and participation through supportive faculty interactions. This study emphasizes the necessity for professional development centered on relationship-building and cultural competence. It identified barriers including insufficient faculty training in cultural responsiveness and difficulties in establishing consistent relational practices across programs. Recommendations involve implementing institution-wide strategies to encourage inclusive teaching practices and conducting further research to examine faculty perspectives on relationship-building with ESL students in diverse environments. These findings carry significant implications for institutional leadership, policy development, and the creation of inclusive educational settings.","abstract_html":"Ndiaye, Bocar In two-year higher education institutions, building trusting and meaningful relationships with English as a Second Language (ESL) students is essential for their academic success and sense of belonging. This study aimed to investigate how these relationships influence ESL students' educational experiences, particularly through faculty interactions and cultural responsiveness. Employing a phenomenological approach, the research explored the lived experiences of ten intermediate-level adult ESL students via a survey and in-depth interviews. Participants shared their insights on the importance of trust, emotional support, and meaningful connections in their learning journey. The findings highlighted four main themes: (1) Faculty patience and emotional support as foundations of trust and confidence, (2) Cultural responsiveness and its role in fostering a sense of belonging, (3) Clear communication and the development of meaningful relationships, and (4) Enhanced academic confidence and participation through supportive faculty interactions. This study emphasizes the necessity for professional development centered on relationship-building and cultural competence. It identified barriers including insufficient faculty training in cultural responsiveness and difficulties in establishing consistent relational practices across programs. Recommendations involve implementing institution-wide strategies to encourage inclusive teaching practices and conducting further research to examine faculty perspectives on relationship-building with ESL students in diverse environments. These findings carry significant implications for institutional leadership, policy development, and the creation of inclusive educational settings.","abstract_has_math":false,"creators":["Ndiaye, Bocar"],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T18:44:43Z","subjects":["English language--Study and teaching--Foreign speakers","Education, Higher"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/992","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Ndiaye, Bocar"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English language--Study and teaching--Foreign speakers","Education, Higher"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/992"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ndiaye, Bocar In two-year higher education institutions, building trusting and meaningful relationships with English as a Second Language (ESL) students is essential for their academic success and sense of belonging. This study aimed to investigate how these relationships influence ESL students' educational experiences, particularly through faculty interactions and cultural responsiveness. Employing a phenomenological approach, the research explored the lived experiences of ten intermediate-level adult ESL students via a survey and in-depth interviews. Participants shared their insights on the importance of trust, emotional support, and meaningful connections in their learning journey. The findings highlighted four main themes: (1) Faculty patience and emotional support as foundations of trust and confidence, (2) Cultural responsiveness and its role in fostering a sense of belonging, (3) Clear communication and the development of meaningful relationships, and (4) Enhanced academic confidence and participation through supportive faculty interactions. This study emphasizes the necessity for professional development centered on relationship-building and cultural competence. It identified barriers including insufficient faculty training in cultural responsiveness and difficulties in establishing consistent relational practices across programs. Recommendations involve implementing institution-wide strategies to encourage inclusive teaching practices and conducting further research to examine faculty perspectives on relationship-building with ESL students in diverse environments. These findings carry significant implications for institutional leadership, policy development, and the creation of inclusive educational settings."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["The impact of fostering trusting and meaningful relationships with ESL students in a two-year higher education institution"]}]}],"canonical_facts":{"dc:creator":["Ndiaye, Bocar"],"dc:date":["2025"],"dc:description":["Ndiaye, Bocar In two-year higher education institutions, building trusting and meaningful relationships with English as a Second Language (ESL) students is essential for their academic success and sense of belonging. This study aimed to investigate how these relationships influence ESL students' educational experiences, particularly through faculty interactions and cultural responsiveness. Employing a phenomenological approach, the research explored the lived experiences of ten intermediate-level adult ESL students via a survey and in-depth interviews. Participants shared their insights on the importance of trust, emotional support, and meaningful connections in their learning journey. The findings highlighted four main themes: (1) Faculty patience and emotional support as foundations of trust and confidence, (2) Cultural responsiveness and its role in fostering a sense of belonging, (3) Clear communication and the development of meaningful relationships, and (4) Enhanced academic confidence and participation through supportive faculty interactions. This study emphasizes the necessity for professional development centered on relationship-building and cultural competence. It identified barriers including insufficient faculty training in cultural responsiveness and difficulties in establishing consistent relational practices across programs. Recommendations involve implementing institution-wide strategies to encourage inclusive teaching practices and conducting further research to examine faculty perspectives on relationship-building with ESL students in diverse environments. These findings carry significant implications for institutional leadership, policy development, and the creation of inclusive educational settings."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/992"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["English language--Study and teaching--Foreign speakers","Education, Higher"],"dc:title":["The impact of fostering trusting and meaningful relationships with ESL students in a two-year higher education institution"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:43Z"}